Volusia County Schools. Biology I. Curriculum Map

Size: px
Start display at page:

Download "Volusia County Schools. Biology I. Curriculum Map"

Transcription

1 Volusia County Schools Biology I Curriculum Map

2 Volusia District Science Office Parts of the Curriculum Map and Textbook Alignment Body of Knowledge: the broadest organizational structure used to group content and concepts within the curriculum map Pacing: the time frame within which teaching of the benchmark content, learning targets, and skills should occur within the school year Measurement Topics: concepts grouped together by similar content and benchmarks used in Pinnacle for standards-referenced grading Learning Targets and Skills: the content knowledge, processes, and enabling skills that will ensure successful mastery of the measurement topics Benchmark: the Next Generation Sunshine State Standards required in the course descriptions posted on CPALMS by FLDOE Academic Language: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction Resources: a listing of available, high quality and appropriate materials, including: strategies, lessons, textbooks, videos and other media sources, that are aligned with the measurement topics, learning targets, skills, and benchmarks RARE week: several days set aside in the pacing of content within which teachers should identify students who need remediation or enrichment DIA:Biology: District Interim Assessments in biology are semi-quarterly assessments created by district-led teacher committees to assess student understand of biology-related content that should be mastered during Biology 1 and Biology 1 Honors courses. These assessments should be given during RARE week where misconceptions or low performing measurement topics can be identified, intervened, and remediated. The corollary goal is to prepare students for administration of the FLDOE Biology EOC exam; as such teachers are not required to give students grades on these assessments but should give students feedback on areas they need to work on before the Biology EOC. Science Process Taxonomy Ecology and Plants Macromolecules, Enzymes, and Water Cell Structure, Function, and Processes Cell Reproduction and Genetics Evolution Human Health break Holt McDougal Biology Textbook Alignment

3 Body of Knowledge: The Nature of Science Pacing: Measurement Topics Learning Targets and Skills Benchmarks Academic Language Week 1 What is Science (T02) Week 2 Science Process (T01) (T02) explain that science is the study of the natural world (T02) explain what Biologists study (T02) differentiate between science and non-science (T02) explain why something would fail to meet the criteria for science (T02) identify which questions can be answered through science and which questions cannot (T02) set up an interactive science notebook (T01) define a problem based on a specific body of knowledge in Biology and do the following: o pose questions about the natural world o conduct systematic observations o examine books and other sources of information to see what is already known o plan investigations o use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs) o pose answers, explanations, or descriptions of events o generate explanations that explicate or describe natural phenomena (inferences) o use appropriate evidence and reasoning to justify these explanations to others o communicate results of scientific investigations (T01) evaluate the merits of the explanations produced by other SC.912.N.2.1 SC.912.N.2.2 SC.912.N.1.1 SC.912.N.1.3 SC.912.N.1.4 SC.912.N.1.6 Science Non-science Pseudoscience Reliability Validity Bias Peer Review Break

4 Volusia District Science Office Resources What is Science (Week 1) Science Process (Week 2) Text book Sections 1.1, 1.2 Sections 1.3, 1.4, 1.5 Labs Lab Binder: Unit 1, pp.1-15 Lab Binder: Unit 1, pp.1-15 Safari Montage HHMI Resources Websites Teacher Hints 1. Research shows that students learn more effectively with hands-on learning and are able to retain this information when the experience is relevant. In addition, students need opportunities to ask their own questions and have opportunities to develop their own investigations. The next three weeks gives you an opportunity to review students on the basics of scientific investigations, tools and measurements. During these three weeks, students should have multiple opportunities to explore the science process. There are no required labs during this unit. Use this opportunity to engage and hook students using various content-based labs. 2. It is very important that students are able to collect, organize and analyze data. Students will be required to analyze graphs on the Biology EOC. Sample FOCUS Question Prefix / Suffix Sample FOCUS Question break

5 Body of Knowledge: Taxonomy, Ecology, and Plants Pacing: Measurement Topics Learning Targets and Skills Benchmarks Academic Language Week 3 (4 Days) Taxonomy (T04) Week 4 Matter & Energy in an Ecosystem (T05) Break (T04) describe how and why organisms are hierarchically classified and based on evolutionary relationships (T04) Interpret a cladogram (T04) explain the reasons for changes in how organisms are classified (T04) classify the three domains using distinguishing characteristics: (Archea, Bacteria and Eukarya) (T04) classify the six kingdoms using distinguishing characteristics: (Archea, Eubacteria, Protista, Fungi, Plantae and Animalia) (T04) distinguish whether organisms are: o prokaryotic vs. eukaryotic o unicellular vs. multi-cellular o autotrophs vs. heterotrophs (T05) use a food web to identify and distinguish producers, consumers, and decomposers (T05) describe the energy pathways through the different trophic levels of a food web or energy pyramid o Primary, Secondary, Tertiary consumers (T05) explain the transfer of energy through trophic levels and predict the reduction of available energy at successive levels due to metabolism in each of the lower trophic levels (10% Rule) (T05) analyze the movement of matter through the different biogeochemical cycles: water cycle & carbon cycle SC.912.L.15.4 SC.912.L.15.5 SC.912.L.15.6 SC.912.L.17.9 SC.912.E.7.1 Taxonomy Classification Hierarchy Phylogeny Binomial Nomenclature Genus Species Cladogram Autotroph Heterotroph Prokaryote Eukaryote Producer Consumer Primary Secondary Tertiary Food Chain Food Web Decomposer Trophic level Energy transfer Joules Energy pyramid Metabolism Hydrologic Cycle Biogeochemical Cycle Biomass

6 Volusia District Science Office Resources Taxonomy (Week 3) Matter & Energy in an Ecosystem (Week 4) Text book Sections 17.1, 17.2, 17.3, 17.4 Sections 13.3, 13.4, 13.5, 13.6 Labs Lab Binder: Unit 6, pp.1-13 Lab Binder: Unit 5, pp.1-13 Safari Montage HHMI Resources Websites Teacher Hints 1. Items will describe the characteristics of an organism and assess its classification. 2. The Biology EOC will assess 3 domains and 6 kingdoms listed in the Learning Targets. 3. Please talk with your students about the changes in the number of systems over the years. There is a section in your book that shows the evolution of the system, pg The Biology EOC will only ask details about the following kingdoms: Protista, Fungi, Plantae, and Animalia. 5. Items may address evolutionary classification, phylogeny, and the use of cladograms. Students will have to know how to read a cladogram (book pg. 525). 1. Items referring to organisms in a food web are limited to the impact on changes in matter or energy in trophic levels. 2. Items addressing food webs will require application of the knowledge of roles of organisms in a food web to describe energy pathways rather than the identification of producers, consumers (primary, secondary, tertiary), and decomposers. 3. Items will not require knowledge of specific organisms or their feeding habits. 4. Items assessing biogeochemical cycles are limited to water cycle and carbon cycle. 5. Items referring to the biogeochemical cycles may address but will not assess photosynthesis and cellular respiration in isolation. 6. Scenarios will address energy in joules (J). 7. Students will be given different examples of food pyramids and be asked to draw conclusions on the different energy levels when compared to one another. Students must be able to explain that the changes are due to the loss of energy through metabolism in each of the lower trophic levels. Sample FOCUS Question Prefix / Suffix Sample FOCUS Question break

7 Body of Knowledge: Taxonomy, Ecology, and Plants Pacing: Measurement Topics Learning Targets and Skills Benchmarks Academic Language Week 5-6 (7 Days) Interdependence (T06) (see next page) (T06) use data and information about population dynamics (births, deaths, immigration, and emigration), biotic factors and abiotic factors, to explain and or analyze a change in carrying capacity and its effect on population size in an ecosystem (T06) predict changes in population size given data (T06) predict and explain potential changes to an ecosystems resulting from seasonal variations, climate change and/or succession (T06) describe how biodiversity declines due to catastrophic events, climate changes, human activity and the introduction of invasive and nonnative species (T06) identify and explain positive and negative consequences that result from the reduction in biodiversity (T06) make predictions of consequences, based on a scenario if biodiversity is reduced (T06) explain that different types of organisms exist within aquatic systems due to chemistry, including, ph, oxygen, carbon dioxide, nitrogen, phosphorous and salinity (T06) explain that different types of organisms exist within an aquatic system due to geography, including, depth, latitude, temperature, underwater topography, light and proximity to land **Students will not have to identify oceanic zones. SC.912.L.17.5 SC.912.L.17.4 SC.912.L.17.8 SC.912.L.17.2 Habitat Niche Competition Predation Parasitism Population density Immigration Emigration Carrying capacity Succession Climax community Invasive species Non-native species Biodiversity Limiting Factors Ecology Aquatic Topography Abiotic Biotic Community Ecosystem Salinity Break

8 Volusia District Science Office Resources Interdependence (Week 5-6) Text book Sections 13.1, 13.2, 14.1, 14.2, 14.3, 14.4, 14.5 Labs Lab Binder: Unit 1, pp.1-15, Unit 5, pp Safari Montage HHMI Resources Websites Teacher Hints 1. Items will not require the identification of oceanic zones. 2. Items referring to the reduction of biodiversity will include examples of catastrophic events, climate changes, human activities, and the introduction of invasive and noninvasive species, but students will not have to have specific knowledge of these. 3. Items referring to biodiversity will focus on the consequence and not require specific knowledge of the event that lead to the reduction. 4. Items addressing climate change are limited to biodiversity and population dynamics contexts. 5. Students will need to practice making predictions based on scenarios and justifying their predictions. Sample FOCUS Question Prefix / Suffix Sample FOCUS Question break

9 Body of Knowledge: Taxonomy, Ecology, and Plants Pacing: Measurement Topics Learning Targets and Skills Benchmarks Academic Language Week 6 (2 Days) Science Process (T03) Human Impact (T07) Week 7-8 Plants (T08) (T03) identify ways in which a scientific claim is evaluated (e.g., through scientific argumentation, critical and logical thinking, and/or consideration of alternative explanations) (T03) evaluate scientific claims focused on the impacts on the environment and renewable and nonrenewable resources (T07) predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability (T07) discuss the need for adequate monitoring of environmental parameters when making policy decisions (T07) evaluate the possible environmental costs and benefits resulting from the use of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests (T08) explain how the following plant structures are directly related to the four physiological processes: o photosynthesis (leaves, stomata, guard cells, stems, phloem) o cellular respiration (leaves, stomata, guard cells, stems) o transpiration (leaves, stomata, guard cells, root hairs, xylem) o reproduction (flowers, stamen, pistil, fruits, cones, seeds, cambium) (T08) explain the role of plant tissues (meristematic, ground, dermal and vascular tissues) with respect to plant organs SC.912.N.1.3 SC.912.L SC.912.L SC.912.L SC.912.L.14.7 Scientific Claim Renewable Resources Non-renewable Resources Pollution Smog Acid Rain Greenhouse effect Global warming Fossil Fuels Indicator Species Biomagnification Bioaccumulation Habitat fragmentation Sustainability Vascular Nonvascular Xylem Phloem Dermal tissue Meristematic tissue Guard cells Ground tissue Cambium Transpiration Stomata Week 8 (4 Days) Break RARE

10 Volusia District Science Office Resources Human Impact (Week 6) Plants (Week 7-8) Text book Sections 16.1, 16.2, 16.3, 16.4, 16.5 Sections 21.1, 21.2, 21.3, 21.4, 22.2, 22.4 Labs Lab Binder: Unit 5, pp Lab Binder: Unit 7, pp.15-26, pp Safari Montage HHMI Resources Websites Teacher Hints 1. Students have already been assessed on comparing renewable and non-renewable resources in 5 th and 8 th grade. Although you may need to review the differences, students will not be assessed on examples of each. Items will focus on the environmental costs and benefits of using those resources and not on identifying different types. 2. Students will not be required to know specific environmental regulations, pollution prevention technologies or devices, or other mechanisms used. 1. Students will have already learned in elementary and middle school the major structures and functions of plants. 2. Plants tissues will be new to students. The items should be conceptual. 3. The specifications only list the tissue and structures listed in the learning targets. Sample FOCUS Question Prefix / Suffix Sample FOCUS Question break

11 Body of Knowledge: Cell Structure, Function, and Processes Pacing: Measurement Topics Learning Targets and Skills Benchmarks Academic Language Week Water, Macromolecules, & Enzymes (T09) (T09) describe the special properties of water: hydrogen bonding, polarity, cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent (T09) explain how each property of water above makes water essential for life on Earth (T09) describe the function of the four major categories of biological macromolecules: carbohydrates, lipids, proteins, nucleic acids (T09) identify the basic structure of the four major categories of biological macromolecules: carbohydrates, lipids, proteins, nucleic acids (T09) explain how enzymes speed up the rate of a biochemical reaction by lowering the reaction s activation energy (T09) Identify & describe the effect of environmental factors, ph, temperature and concentration on enzyme activity (T09) predict what happens to an enzyme when conditions are changed (ph, temperature or concentration) (T09) analyze a graph containing data from an experiment and draw conclusions about: activation energy, energy released and whether the reaction was endothermic or exothermic SC.912.L SC.912.L.18.1 SC.912.L Polar molecule Hydrogen bond Adhesion Cohesion Solute Solvent Specific heat ph Macromolecules Carbohydrates Lipids Proteins Nucleic acids Amino acid Chemical reaction Equilibrium Activation energy Reaction rate Catalyst Enzyme Break

12 Volusia District Science Office Resources Water, Macromolecules, and Enzymes (Week 10-11) Text book Sections 2.1, 2.2,2.3, 2.4, 2.5 Labs Lab Binder: Unit 1, pp Safari Montage HHMI Resources Websites Teacher Hints 1. Students will have to know the unique properties of water that allows Earth to be the only planet with life. They should be able to give examples of how the properties of water contribute to sustaining life on Earth. 2. Items may address adhesion in a scenario but will not assess it by itself. 3. Items will not refer to intermolecular forces found in the four types of macromolecules. 4. Items will not assess hydrolysis and dehydration synthesis. 5. Items referring to the role of enzymes as a catalyst will use a biological context and will not require knowledge of specific enzymes. 6. Items will not assess enzyme-substrate complex. 7. Students should have a lab experience studying the effects of changing temperature, ph and concentrations. 8. Students should be able to interpret a graph from an enzyme lab showing catalysts and activation energy.(pg. 54 in book) 9. Good practice assessment items on page 62, items Sample FOCUS Question Prefix / Suffix Sample FOCUS Question break

13 Body of Knowledge: Cell Structure, Function, and Processes Pacing: Measurement Topics Learning Targets and Skills Benchmarks Academic Language Week 12 Cell Theory & Origin of Life (T10) Theories, Laws, & Models (T03) Week (6 Days) Cell Structure & Function (T11) Theories, Laws, & Models (T03) Break (T10) describe and explain the cell theory (T03) explain how continuous investigations by multiple scientists and new scientific information influenced the cell theory (T10) compare and contrast the structure and function of various types of microscopes: compound, dissecting, scanning, transmission electron (T10) explain how changes in microscopes lead to modern cell theory (T10) describe the scientific explanation of the origin of life on Earth (T10) describe conditions contributing to the origin of life on Earth (T03) differentiate and explain that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions (T11) compare and contrast the general structures found in prokaryotic cells (cell wall, cell membrane, cytoplasm, plasmid, ribosome and flagella) with structures found in eukaryotic cells (cell wall, cell membrane, cytoplasm, nucleus, nuclear envelope, nucleolus, chromatin, ribosome, endoplasmic reticulum, microtubules, microfilaments, vacuoles, mitochondria, Golgi apparatus, chloroplasts, lysosomes, cilia and flagella) (T11) compare and contrast general structures of plant and animal cells (T11) describe how cell structures are directly related to their functions in the cell (T03) create a model of a cell SC.912.L.14.1 SC.912.L.14.4 SC.912.L.15.8 SC.912.N.3.1 SC.912.N.3.4 SC.912.L.14.3 Cell Theory Microscopes Endosymbiotic Theory Theory Laws Mitochondrion Vacuole Lysosome Cell Wall Cell Membrane Cytoplasm Chloroplast/Plasmids Ribosome Cilia/Flagella Nucleus/Nucleolus Nuclear envelope Chromatin Endoplasmic Reticulum Golgi Apparatus Microfilaments Microtubules

14 Volusia District Science Office Resources Cell Theory and the Origin of Life (Week 12) Cell Structure and Function (Week 13-14) Text book Sections 2.1, 2.2,12.3, 12.4, 12.5 Section 3.2 Labs Lab Binder: Unit 1, pp.17-28, Unit 4, pp Lab Binder: Unit 2, pp.1-12 Safari Montage HHMI Resources Websites Teacher Hints 1. Items may asses how contributions of scientists such as Van Leeuwenhoek, Hooke, Schwann, Schleiden and Virchow aided in the development of the cell theory but will not assess what each scientist contributed. 2. Items will not require students to know specific knowledge of the age of the Earth or its eras, periods or epochs. 3. Items may assess how contributions of scientists such as Pasteur, Oparin, Miller and Urey, Margulis or Fox aided in the development of the scientific explanation of the origin of life but will not assess what each scientist contributed. 1. Items will not address protists or fungi or assess cellular structures unique to protists or fungi. Sample FOCUS Question Prefix / Suffix Sample FOCUS Question break

15 Body of Knowledge: Cell Structure, Function, and Processes Pacing: Measurement Topics Learning Targets and Skills Benchmarks Academic Language Week Cell Membrane & Transport (T12) Week 17 Photosynthesis & Cellular Respiration (T13) (T12) describe how structures in plant and animal cells are directly to cell membrane transport (T12) explain the role of cell membranes during passive and active transport (T12) predict and explain what would occur if a plant or animal cell is placed in a hypotonic, hypertonic or isotonic solution (T12) explain why cell are small (T13) identify the reactants, products, and basic functions of photosynthesis (T13) identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration (T13) compare and contrast the products and reactants of cellular respiration and photosynthesis and how they are interrelated (T13) connect the role of adenosine triphosphate (ATP) to energy transfers within a cell SC.912.L.14.2 SC.912.L.18.7 SC.912.L.18.8 SC.912.L.18.9 SC.912.L Phospholipid Fluid Mosaic Model Selective permeability Active transport Passive transport Concentration Gradient Diffusion Osmosis Isotonic Hypertonic Hypotonic ATP ADP Aerobic Anaerobic Photosynthesis Cellular respiration Reactants Products Chloroplast Chlorophyll Week 18 (4 Days) Break RARE

16 Volusia District Science Office Resources Cell Membrane and Transport (Week 15-16) Photosynthesis and Cellular Respiration (Week 17) Text book Sections 3.3, 3.4, 3.5 Sections 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 Labs Lab Binder: Unit 2, pp.1-12 Lab Binder: Unit 2, pp Safari Montage HHMI Resources Websites Teacher Hints 1. Items on cellular transport will be lab scenario based. Students should have lab experiences to support their understanding of placing cells in isotonic, hypotonic and hypertonic solutions. Students need to be able to justify their predictions. 1. Items will not require the memorization of the stages, specific events or intermediate molecules produced during these processes. 2. Items will not require the balancing of equations although scenarios will refer to chemical equations. 3. Students will need some familiarity with diagrams of both processes and how they are interrelated. Sample FOCUS Question Prefix / Suffix Sample FOCUS Question break

17 Body of Knowledge: Cell Reproduction, Genetics, and Evolution Pacing: Measurement Topics Learning Targets and Skills Benchmarks Academic Language Week DNA & Protein Synthesis (T14) Theories, Laws, & Models (T03) (T14) explain how and why the genetic code is universal and is common to almost all organisms(eukaryotic and Prokaryotic) (T14) explain how similarities in the genetic codes of organisms are due to common ancestry and the process of inheritance (T14) describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic material (T03) model or diagram DNA replication given a DNA strand (T14) describe causes and effects of gene and chromosomal mutations in the DNA sequence (T14) explain how mutations in the DNA sequence may or may not result in phenotypic change (T14) explain how mutations in gametes may result in phenotypic changes in offspring (T14) explain the basic processes of transcription and translation, and how they result in the expression of genes (T03) demonstrates the process of transcription given a DNA template (T03) demonstrates the process of translation given an mrna message segment and a codon table SC.912.L.16.9 SC.912.L.16.3 SC.912.L.16.4 SC.912.L.16.5 DNA Genetic code Nucleotide Double helix Base pairing rules RNA Messenger RNA Ribosomal RNA Transfer RNA Replication Transcription Translation Codon Anticodon Phenotype Genotype Mutation Gamete Genes Chromosomes Gene expression Break

18 Volusia District Science Office Resources DNA and Protein Synthesis (Week 19-20) Text book Sections 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7 Labs Lab Binder: Unit 3, pp Safari Montage HHMI Resources Websites Teacher Hints 1. Items requiring analysis of base pairs for gene mutations are limited to changes in a single gene. 2. Items will not require memorization of specific conditions resulting from a chromosomal mutation. 3. Items addressing transcription and translation will not require specific knowledge of initiation, elongation and termination. 4. Scenarios requiring the use of a codon table will include it in the item. Sample FOCUS Question Prefix / Suffix Sample FOCUS Question break

19 Body of Knowledge: Cell Reproduction, Genetics, and Evolution Pacing: Measurement Topics Learning Targets and Skills Benchmarks Academic Language Week Cell Cycle, Mitosis, & Meiosis (T15) Theories, Laws, & Models (T03) (T15) describe the specific events that occur in each of the stages of the cell cycle which include the phases of mitosis: (interphase, prophase, metaphase, anaphase, telophase, cytokinesis) (T15) explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction (T15) explain how cancer (uncontrolled cell growth) may result from mutations that affect the proteins that regulate the cell cycle (T15) describe the process of meiosis, including independent assortment and crossing over (T15) explain how reduction division results in the formation of haploid gametes or spores (T15) compare and contrast the processes of mitosis and meiosis (T03) model or diagram the process of mitosis and meiosis (T15) explain how sexual and asexual reproduction may contribute or limit genetic variation SC.912.L SC.912.L.16.8 SC.912.L SC.912.L Cell cycle Binary fission Somatic cell Diploid Crossing over Reduction division Haploid Genetic variation Spore Homologous chromosome Autosome Sex chromosome Sperm Egg Polar body Cancer Break

20 Volusia District Science Office Resources Cell Cycle, Mitosis, & Meiosis (Week 21-22) Text book Sections 5.1, 5.2, 5.3, 5.4, 6.1, 6.2, 6.6 Labs Lab Binder: Unit 2, pp.29-39, Unit 3, pp Safari Montage HHMI Resources Websites Teacher Hints 1. Items will focus on the relationship between mutations and uncontrolled cell growth rather than a specific mutation that may result in uncontrolled cell growth. 2. Items may address the presence and location of centrioles but may not require knowledge of the function of centrioles. 3. Items referring to mutation will focus on the general concepts of uncontrolled cell growth and not require specific knowledge of cancers or diseases resulting from that growth. 4. Items will not assess specific proteins associated with regulating the cell cycle. Sample FOCUS Question Prefix / Suffix Sample FOCUS Question break

21 Body of Knowledge: Cell Reproduction, Genetics, and Evolution Pacing: Measurement Topics Learning Targets and Skills Benchmarks Academic Language Week (14 days) Genetics (T16) (T16) identify, analyze, and or predict inheritance patterns caused by various modes of inheritance, including: (dominant, incomplete dominance, recessive, co-dominant, sex-linked, polygenic, and multiple alleles) (T16) use a dihybrid and monohybrid cross to predict and assess P 1 and F 1 generations (T16) create and analyze Punnett squares to predict genotypes and phenotypes (T16) use Mendel s Laws of segregation and independent assortment to analyze patterns of inheritance (T16) evaluate the possible impact of biotechnology on the individual, society, and the environment, including medical and ethical issues (such as: karyotype, cloning, gene therapy, DNA fingerprinting, etc.) SC.912.L.16.2 SC.912.L.16.1 SC.912.L Genetics Gene Allele Homozygous Heterozygous Dominant Recessive Punnett Square Probability Incomplete Dominance Codominance Polygenic inheritance Sex-Linked Monohybrid cross Dihybrid cross Law of Independent Assortment Law of Segregation Biotechnology Break Week 27 RARE

22 Resources Text book Labs Safari Montage HHMI Resources Websites Teacher Hints Sample FOCUS Question Prefix / Suffix Sample FOCUS Question break

23 Body of Knowledge: Cell Reproduction, Genetics, and Evolution Pacing: Measurement Topics Learning Targets and Skills Benchmarks Academic Language Week (9 Days) Evidence of Evolution (T17) Theories, Laws, & Models (T03) What is Science? (T02) Week Mechanisms of Change (T18) (T17) explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change (T03) distinguish between a theory and a law (T02) distinguish between science and pseudoscience (T17) identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools (T17) identify on a diagram the four lobes of the brain: (frontal, parietal, occipital, and temporal) (T18) discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow (T18) describe how mutation and genetic recombination increase genetic variation (T18) describe the conditions required for natural selection including: (overproduction of offspring, inherited variation, and the struggle to survive) which result in differential reproductive success SC.912.L.15.1 SC.912.N.2.1 SC.912.N.3.1 SC.912.L SC.912.L SC.912.L SC.912.L SC.912.L Evolution Fossil Homologous structure Vestigial structure Analogous structure Embryology Biogeography Hominid Temporal Parietal Occipital Frontal Natural Selection Frequency Genetic Recombination Gene flow Genetic drift Speciation non-random mating Behavioral isolation Geographic isolation Variation Adaptation Break

24 Resources Text book Labs Safari Montage HHMI Resources Websites Teacher Hints Sample FOCUS Question Prefix / Suffix Sample FOCUS Question break

25 Body of Knowledge: Human Health Pacing: Measurement Topics Learning Targets and Skills Benchmarks Academic Language Week 32 Growth & Fetal Development (T19) Week 33 Human Health (T20) Week 34 RARE (T19) identify on a diagram and describe the basic female human reproductive system anatomy and physiology including: o ovaries, oviduct (fallopian tube), uterus, cervix, and vagina (T19) identify on a diagram and describe the basic male anatomy and physiology of the human reproductive system including: o seminal vesicle, prostate gland, vas deferens, urethra, epididymis, scrotum, penis and testes (T19) explain the functions of the placenta, umbilical cord, amniotic sac, amniotic fluid are limited to how these structures relate to the development of the fetus (T19) use a diagram to show where each process of the human development occurs from the zygotic stage to the end of the third trimester (T20) describe the factors affecting blood flow in the cardiovascular system (T20) describe how blood flow affects: blood pressure, blood volume, resistance, disease and exercise (T20) explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics (T20) explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspective of both individual and public health (T20) analyze how heredity/family history can impact personal health (T20) analyze strategies for prevention, detection, and treatment of communicable and chronic diseases SC.912.L SC.912.L SC.912.L SC.912.L.14.6 Zygote Blastocyst Implantation Embryo Fetus Amniotic sac Placenta Umbilical cord Trimester Fertilization Cardiovascular system Blood pressure Blood volume Flow resistance Viscosity Immune system Specific/Nonspecific immune response Active immunity Passive immunity Vaccine Antibiotic resistance Communicable disease Chronic disease

26 Break Resources Text book Labs Safari Montage HHMI Resources Websites Teacher Hints Sample FOCUS Question Prefix / Suffix Sample FOCUS Question

27 Volusia District Science Office

Putnam County Public Schools Curriculum Map BIOLOGY Yearly Outlook First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks

Putnam County Public Schools Curriculum Map BIOLOGY Yearly Outlook First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Putnam County Public Schools Curriculum Map BIOLOGY Yearly Outlook 2017-2018 First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Unit 1 Ecology* SC.912.L.17.2: Explain the general distribution

More information

Putnam County Public Schools Curriculum Map BIOLOGY Yearly Outlook First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks

Putnam County Public Schools Curriculum Map BIOLOGY Yearly Outlook First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Putnam County Public Schools Curriculum Map BIOLOGY Yearly Outlook 2018-2019 First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Unit 1 Ecology* SC.912.L.17.2: Explain the general distribution

More information

6.Students will identify examples of scientific inferences made from observations.

6.Students will identify examples of scientific inferences made from observations. Biology EOC Exam Coverage for Semester I SCIENTIFIC METHODS/THINKING 1.Students will design and/or evaluate a scientific investigation using evidence of scientific thinking and/or problem solving. 2.Students

More information

Spring 2018 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1

Spring 2018 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1 Next Generation Sunshine State Standards () Form 1 SC.912.L.14.1 Cell theory; Evaluating scientific claims cell theory; Identifying what is science cell theory SC.912.L.14. Cell membrane; Comparing plant

More information

Developed in Consultation with Florida Educators

Developed in Consultation with Florida Educators Developed in Consultation with Florida Educators Table of Contents Next Generation Sunshine State Standards Correlation Chart............................... 6 Benchmarks Chapter 1 The Nature of Science...............

More information

Spring 2017 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1

Spring 2017 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1 Form 1 SC.912.L.1.1 Cell theory; Evaluating scientific claims cell theory 2 SC.912.L.1. Cell membrane; Comparing plant and animal cells common structures; Comparing plant and animal cells mitochondria;

More information

Spring 2014 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1

Spring 2014 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1 Spring 201 Biology 1 End-of-Course (EOC) Assessment Form 1 SC.912.L.1.1 Evaluating scientific claims cell theory 1 SC.912.L.1. Cell membrane; Comparing prokaryotic and eukaryotic cells; General structures

More information

2012 Biology 1 End-of-Course (EOC) Assessment Form 1

2012 Biology 1 End-of-Course (EOC) Assessment Form 1 read How should use of Reports be limited? provided on page 5 of 01 Biology 1 End-of-Course (EOC) Assessment Form 1 SC.91.L.1.1 Cell theory and advances in science 1 SC.91.L.1. Cell membrane; Comparing

More information

Spring 2016 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1

Spring 2016 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1 Next Generation Sunshine State Standards () Form 1 SC.912.L.1.1 Cell theory; Evaluating scientific claims cell theory 2 SC.912.L.1. Cell wall; Comparing prokaryotic and eukaryotic cells 2 SC.912.L.16.

More information

Biology: End of Semester Projects The end of the semester is HERE!!!

Biology: End of Semester Projects The end of the semester is HERE!!! Biology: End of Semester Projects The end of the semester is HERE!!! We will be doing a project that will sum up what we have done this semester. It will help you review the material in one of the units

More information

Biology Spring Final Exam Study Guide

Biology Spring Final Exam Study Guide Name: Hour: Basic Biology Skills Graphing Know the keys to creating a graph Know how to interpret a graph Independent variable Dependent variable Biology Spring Final Exam Study Guide Levels of Organization

More information

Biology EOC Review Study Questions

Biology EOC Review Study Questions Biology EOC Review Study Questions Microscopes and Characteristics of Life 1. How do you calculate total magnification on a compound light microscope? 2. What is the basic building block of all living

More information

Biology Pacing Guide

Biology Pacing Guide Unit Dates Glencoe Chapters 0 8/10 N/A Biology Intro 8/12 1 Cells 8/15 9/30 6.4 6.2 7.1 18.2 7.3 6.3 7.2 7.4 Topic GPS Classroom Procedures, Introduction to Biology SCSh 1-7 Macromolecules (6 days) Monomer/

More information

Biology Massachusetts

Biology Massachusetts Tutorial Outline Massachusetts Tutorials are designed specifically for the Learning Standards found in the Massachusetts Curriculum Frameworks to prepare students for the MCAS tests. Biology Tutorials

More information

Volusia County Schools. Biology I. Regular / Honors. Curriculum Map

Volusia County Schools. Biology I. Regular / Honors. Curriculum Map 2012-2013 Volusia County Schools Regular / Honors Biology I Curriculum Map Volusia District Science Office 2012-2013 Parts of the Curriculum Map Body of Knowledge: the broadest organizational structure

More information

Curriculum Map. Biology, Quarter 1 Big Ideas: From Molecules to Organisms: Structures and Processes (BIO1.LS1)

Curriculum Map. Biology, Quarter 1 Big Ideas: From Molecules to Organisms: Structures and Processes (BIO1.LS1) 1 Biology, Quarter 1 Big Ideas: From Molecules to Organisms: Structures and Processes (BIO1.LS1) Focus Standards BIO1.LS1.2 Evaluate comparative models of various cell types with a focus on organic molecules

More information

Biology Science Crosswalk

Biology Science Crosswalk SB1. Students will analyze the nature of the relationships between structures and functions in living cells. a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including

More information

Biology 1 EOC Study Guide

Biology 1 EOC Study Guide Name: Biology 1 EOC Study Guide Date: Standard 2: The student will demonstrate an understanding of the structure and function of cells and their organelles 1. What are three tenets of the cell theory?

More information

Text of objective. Investigate and describe the structure and functions of cells including: Cell organelles

Text of objective. Investigate and describe the structure and functions of cells including: Cell organelles This document is designed to help North Carolina educators teach the s (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. Biology 2009-to-2004

More information

2. What properties or characteristics distinguish living organisms? Substance Description Example(s)

2. What properties or characteristics distinguish living organisms? Substance Description Example(s) PREIB BIOLOGY FIRST SEMESTER REVIEW (I) 2015-16 Life on Earth 1. Describe the hierarchy of life on Earth from broadest to narrowest category. 2. What properties or characteristics distinguish living organisms?

More information

End of Course Review. Review sheet

End of Course Review. Review sheet Review Tips: Review ALL vocabulary, notes, assignments and worksheets Holt Biology CP: Review Science Skills on pages 1050 1063 and Lab safety on pages xxiv xxvii Modern Biology H: Review Lab safety &

More information

Georgia Standards of Excellence Biology

Georgia Standards of Excellence Biology A Correlation of Foundation Edition 2014 to the A Correlation of Miller & Levine 2014, Foundation Edition to the in Introduction This document demonstrates how Miller & Levine : Foundation Edition 2014

More information

Honors Biology Midterm Exam Study Guide--January 2019

Honors Biology Midterm Exam Study Guide--January 2019 Objective Response Reflection 3 = I totally know this! :) 2 = I remember this somewhat 1 = I don't remember this at all Explain the difference between independent and dependent variables. Explain what

More information

Basic Biology. Content Skills Learning Targets Assessment Resources & Technology

Basic Biology. Content Skills Learning Targets Assessment Resources & Technology Teacher: Lynn Dahring Basic Biology August 2014 Basic Biology CEQ (tri 1) 1. What are the parts of the biological scientific process? 2. What are the essential molecules and elements in living organisms?

More information

Biology Semester 1 Study Guide

Biology Semester 1 Study Guide Name Per Date Biology Semester 1 Study Guide The following Gizmos meet the standards assessed by the Biology EOC and should be reviewed during the first semester: 1. Rabbit Population by Season Gizmo 2.

More information

Stamford Public Schools Science Department District Midterm Examination REVIEW

Stamford Public Schools Science Department District Midterm Examination REVIEW Stamford Public Schools Science Department District Midterm Examination REVIEW 2013-2014 CP Biology Student Name: School/Teacher: Date: SPS CP Biology Midterm Review, January 2014 Page 1 Dear Biology Student,

More information

Biology I Midterm 2018 Study Guide

Biology I Midterm 2018 Study Guide Biology I Midterm 2018 Study Guide These questions are designed to get you thinking about all the concepts we have discussed from Chapters 1-11. However, you will be responsible for knowing ALL the information

More information

A.P. Biology Summer Assignment Mr. Moses

A.P. Biology Summer Assignment Mr. Moses A.P. Biology Summer Assignment 2018 - Mr. Moses Below, you will find items that you must cover during the summer. The review packet is designed to give students an understanding of the commitment necessary

More information

Biology, Ongoing Expectations

Biology, Ongoing Expectations 2017.18 Biology, Ongoing Expectations Big Ideas/Key Concepts: Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 st century. Society benefits

More information

BIOLOGY YEAR AT A GLANCE RESOURCE ( )

BIOLOGY YEAR AT A GLANCE RESOURCE ( ) BIOLOGY YEAR AT A GLANCE RESOURCE (2016-17) DATES TOPIC/BENCHMARKS QUARTER 1 LAB/ACTIVITIES 8/22 8/25/16 I. Introduction to Biology Lab 1: Seed Germination A. What is Biology B. Science in the real world

More information

BIOLOGY STUDY GUIDE FOR THE END OF COURSE EXAM

BIOLOGY STUDY GUIDE FOR THE END OF COURSE EXAM TEXTBOOK: Chapter 1 NATURE OF SCIENCE What are the steps of the scientific method? (see Lab Handbook in back of text, p. R11-R13 Identify a control, independent variable, dependent variable, and what type

More information

A Correlation of. to the. Georgia Standards of Excellence Biology

A Correlation of. to the. Georgia Standards of Excellence Biology A Correlation of to the Introduction The following document demonstrates how Miller & Levine aligns to the Georgia Standards of Excellence in. Correlation references are to the Student Edition (SE) and

More information

Biology Teaching & Learning Framework (Block) Unit 4. Unit 1 1 week. Evolution SB5

Biology Teaching & Learning Framework (Block) Unit 4. Unit 1 1 week. Evolution SB5 Biology Biology Standards The Cobb Teaching and Learning Standards of Excellence for Science are designed to provide foundational knowledge and skills for all students to develop proficiency in science.

More information

Curriculum Mapping, Alignment, and Analysis Glen Lake Community Schools

Curriculum Mapping, Alignment, and Analysis Glen Lake Community Schools Curriculum Mapping, Alignment, and Analysis Glen Lake Community Schools Grade:9 Content Area: Science Course: Biology Revised 8/27/03 Month Essential Questions What are the fundamental, enduring questions

More information

BIOLOGY YEAR AT A GLANCE RESOURCE ( ) REVISED FOR HURRICANE DAYS

BIOLOGY YEAR AT A GLANCE RESOURCE ( ) REVISED FOR HURRICANE DAYS BIOLOGY YEAR AT A GLANCE RESOURCE (2017-18) REVISED FOR HURRICANE DAYS DATES TOPIC/BENCHMARKS QUARTER 1 LAB/ACTIVITIES 8/21 8/24/17 I. Introduction to Biology A. What is Biology B. Science in the real

More information

BIOLOGY under the microscope

BIOLOGY under the microscope BIOLOGY under the microscope Norms We are all learners today working towards same goals We share discussion time We are respectful of each other We turn off all electronic devices Place all comments in

More information

Name Date Period Unit 1 Basic Biological Principles 1. What are the 7 characteristics of life?

Name Date Period Unit 1 Basic Biological Principles 1. What are the 7 characteristics of life? Unit 1 Basic Biological Principles 1. What are the 7 characteristics of life? Eukaryotic cell parts you should be able a. to identify and label: Nucleus b. Nucleolus c. Rough/smooth ER Ribosomes d. Golgi

More information

1. The Chemistry of Life Chapter 3 Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life.

1. The Chemistry of Life Chapter 3 Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life. Biology High School Standards Review Worksheet 1. The Chemistry of Life Chapter 3 Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life. 1.1 Recognize

More information

INDIVIDUAL BENCHMARK SPECIFICATIONS FOR BIOLOGY 1 END-OF-COURSE ASSESSMENT

INDIVIDUAL BENCHMARK SPECIFICATIONS FOR BIOLOGY 1 END-OF-COURSE ASSESSMENT INDIVIDUAL BENCHMARK SPECIFICATIONS FOR BIOLOGY 1 END-OF-COURSE ASSESSMENT This section of the Specifications describes how the science benchmarks are assessed on the Biology 1 EOC Assessment. The benchmarks

More information

Compare cellular structure and their functions in prokaryote and eukaryote cells.

Compare cellular structure and their functions in prokaryote and eukaryote cells. Grade Big Idea Essential Questions Concepts Competencies Vocabulary 2002 Standards DNA molecules contain genetic information that is found in all cells. Genes are sections of DNA that code for proteins,

More information

Peddie Summer Day School

Peddie Summer Day School Peddie Summer Day School Course Syllabus: BIOLOGY Teacher: Mr. Jeff Tuliszewski Text: Biology by Miller and Levine, Prentice Hall, 2010 edition ISBN 9780133669510 Guided Reading Workbook for Biology ISBN

More information

Honors Biology Fall Final Exam Study Guide

Honors Biology Fall Final Exam Study Guide Honors Biology Fall Final Exam Study Guide Helpful Information: Exam has 100 multiple choice questions. Be ready with pencils and a four-function calculator on the day of the test. Review ALL vocabulary,

More information

Miller Levine Biology

Miller Levine Biology A Correlation of To the 2018 Mississippi College and Career-Readiness Standards for Biology A Correlation of to the Biology BIO.1 Cells as a System Conceptual Understanding: Biologists have determined

More information

Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms.

Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms. Subject Area - 3: Science and Technology and Engineering Education Standard Area - 3.1: Biological Sciences Organizing Category - 3.1.A: Organisms and Cells Course - 3.1.B.A: BIOLOGY Standard - 3.1.B.A1:

More information

Biology Mid-Year Review Packet This packet will be collected on the day of the exam for 2 HOMEWORK GRADES.

Biology Mid-Year Review Packet This packet will be collected on the day of the exam for 2 HOMEWORK GRADES. Name: Period: Date: Biology Mid-Year Review Packet This packet will be collected on the day of the exam for 2 HOMEWORK GRADES. Topics: Observations & Inferences Making A Hypothesis Characteristics of Life

More information

Area of Focus: Biology. Learning Objective 1: Describe the structure and function of organs. Pre-Learning Evaluation: Teaching Methods and Process:

Area of Focus: Biology. Learning Objective 1: Describe the structure and function of organs. Pre-Learning Evaluation: Teaching Methods and Process: Area of Focus: Biology Learning Objective 1: Describe the structure and function of organs. Pre- Diagram and label the structure of the primary components of representative organs in plants and animals

More information

7 th Grade Life Science

7 th Grade Life Science 7 th Grade Life Science Scranton School District Scranton, PA 7 th Grade Life Science Prerequisite: Completion of 6 th Grade Science Life Science establishes the study of living things and how they interact

More information

2. Draw two water molecules. Using a dotted line, show a hydrogen bond that could form between them.

2. Draw two water molecules. Using a dotted line, show a hydrogen bond that could form between them. Biology Final Review Packet Directions: Answer the questions below. You may use any notes, worksheets, or your textbook to find the answers. The questions are divided up based on the different units we

More information

Standards: A, C, E; A; A, B; B; B; C; A; B; A

Standards: A, C, E; A; A, B; B; B; C; A; B; A Unit: Tools, Techniques, Themes of Biology Standards: 3.1.10 A, C, E; 3.2.10 A; 3.3.10 A, B; 3.7.10 B; 3.8.10 B; 4.3.10 C; 4.6.10 A; 4.7.10 B; 4.8.10 A Unit Essential Question(s): 1. What is the study

More information

EOC Study Guide. CELLS SB1. Students will analyze the nature of the relationships between structures and functions in living cells.

EOC Study Guide. CELLS SB1. Students will analyze the nature of the relationships between structures and functions in living cells. EOC Study Guide CELLS SB. Students will analyze the nature of the relationships between structures and functions in living cells. Unit. What are the characteristics that all living things share?. What

More information

Name Date Block. Biology EOCT Review

Name Date Block. Biology EOCT Review Name Date Block Biology EOCT Review Section 1: Nature of Science 1. Bobby thinks that eating fish for breakfast will make people smarter. He gets 10 of his friends and divides them into 2 groups. Group

More information

TREASURE COAST SCIENCE SYLLABUS. Year and teacher contact information COMPLETED BY INDIVIDUAL TEACHER

TREASURE COAST SCIENCE SYLLABUS. Year and teacher contact information COMPLETED BY INDIVIDUAL TEACHER TREASURE COAST SCIENCE SYLLABUS Biology I 2000310 Year and teacher contact information COMPLETED BY INDIVIDUAL TEACHER Biology: Exploring Life by Campbell et al. (Prentice Hall, 2006) The purpose of this

More information

Itawamba County School District Biology I Pacing Guide

Itawamba County School District Biology I Pacing Guide 2010-2011 Itawamba County School District Pacing Guide The teacher will administer a pre-test to determine prior knowledge of competencies to be taught. This test will be given 3 times during the year

More information

Second Semester Biology Study Guide

Second Semester Biology Study Guide Second Semester Biology Study Guide All of the information on this review is fair game for the final Some information will be more prevalent on the test (Think about which topics we spent more time on

More information

Spring Break Packet. Name:

Spring Break Packet. Name: Spring Break Packet Name: General Instructions All students are offered this extra credit assignment. This assignment is worth up to 40 points toward the Biology final exam. The assignment is broken down

More information

Miller & Levine Biology 2014

Miller & Levine Biology 2014 A Correlation of Miller & Levine Biology To the Essential Standards for Biology High School Introduction This document demonstrates how meets the North Carolina Essential Standards for Biology, grades

More information

The Biology End-Of Course Exam will require students to apply scientific knowledge attained and described below in the NGSSS from middle grades

The Biology End-Of Course Exam will require students to apply scientific knowledge attained and described below in the NGSSS from middle grades The Biology End-Of Course Exam will require students to apply scientific knowledge attained and described below in the NGSSS from middle grades SC.912.N.1.1 Define a problem based on a specific body of

More information

Biology Semester 1 Study Guide

Biology Semester 1 Study Guide Name Per Date Biology Semester 1 Study Guide The following Gizmos meet the standards assessed by the Biology EOC and should be reviewed during the first semester: 1. Rabbit Population by Season Gizmo 2.

More information

CAPE Biology Unit 1 Scheme of Work

CAPE Biology Unit 1 Scheme of Work CAPE Biology Unit 1 Scheme of Work 2011-2012 Term 1 DATE SYLLABUS OBJECTIVES TEXT PAGES ASSIGNMENTS COMMENTS Orientation Introduction to CAPE Biology syllabus content and structure of the exam Week 05-09

More information

Biology Semester Review

Biology Semester Review Chapter 1 The Science of Biology Biology Semester Review 1 1 What is Science? One goal of science is to provide natural explanations for events in the natural world. Science also aims to use those explanations

More information

Content Standards Learning and Performance Expectations Assessment of Learning

Content Standards Learning and Performance Expectations Assessment of Learning Thinking Skills - The student demonstrates: 1. Critical Thinking Skills include the ability to analyze, criticize, advocate ideas, reason inductively and deductively, and to reach factual and judgemental

More information

Name: Hour: Cumulative Final Exam Review Guide

Name: Hour: Cumulative Final Exam Review Guide Name: Hour: Cumulative Final Exam Review Guide Unit One: Nature of Science 1. On a separate sheet of paper write definitions for the following terms Biology d. Independent Variable Control Group e. Dependent

More information

Miller & Levine Biology 2010

Miller & Levine Biology 2010 A Correlation of 2010 to the Pennsylvania Assessment Anchors Grades 9-12 INTRODUCTION This document demonstrates how 2010 meets the Pennsylvania Assessment Anchors, grades 9-12. Correlation page references

More information

BIOLOGY STANDARDS BASED RUBRIC

BIOLOGY STANDARDS BASED RUBRIC BIOLOGY STANDARDS BASED RUBRIC STUDENTS WILL UNDERSTAND THAT THE FUNDAMENTAL PROCESSES OF ALL LIVING THINGS DEPEND ON A VARIETY OF SPECIALIZED CELL STRUCTURES AND CHEMICAL PROCESSES. First Semester Benchmarks:

More information

Philipsburg-Osceola Area School District Science Department. Standard(s )

Philipsburg-Osceola Area School District Science Department. Standard(s ) Philipsburg-Osceola Area School District Science Department Course Name: Biology Grade Level: 10 Timelin e Big Ideas Essential Questions Content/ Concepts Skills/ Competencies Standard(s ) Eligible Content

More information

Franklin Special School District Grade 7 Science

Franklin Special School District Grade 7 Science 08-09 SEVENTH GRADE: OVERVIEW The academic standards for seventh grade establish the content knowledge and skills for Tennessee students necessary to prepare them for the rigorous levels of higher education

More information

Biology Curriculum Pacing Guide MONTGOMERY COUNTY PUBLIC SCHOOLS

Biology Curriculum Pacing Guide MONTGOMERY COUNTY PUBLIC SCHOOLS MONTGOMERY COUNTY PUBLIC SCHOOLS Biology Curriculum Pacing Guide 1 st 9 Weeks SOL Objectives Vocabulary 7 Days 14 Days BIO.1 The student will demonstrate an understanding of scientific reasoning, logic,

More information

Describe the structure and composition of the cell membrane. (make a sketch) What does the Theory of Endosymbiosis state?

Describe the structure and composition of the cell membrane. (make a sketch) What does the Theory of Endosymbiosis state? Station 1. Analyze the nature of the relationships between structures and functions in living cells. a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell

More information

High School. Prentice Hall. Biology.com 2010, (Miller/Levine) Correlation to the Mississippi Curriculum Frameworks - Biology I (High School)

High School. Prentice Hall. Biology.com 2010, (Miller/Levine) Correlation to the Mississippi Curriculum Frameworks - Biology I (High School) Prentice Hall High School C O R R E L A T E D T O Correlation to the Mississippi Curriculum Frameworks - Biology I (High School) CONTENT STRANDS: Inquiry Physical Science Life Science 1. INQUIRY - Apply

More information

Unit # - Title Intro to Biology Unit 1 - Scientific Method Unit 2 - Chemistry

Unit # - Title Intro to Biology Unit 1 - Scientific Method Unit 2 - Chemistry Intro to Biology Unit 1 - Scientific Method Unit 2 - Chemistry What is Biology? What is Science? What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry? How do the rules

More information

7 th Grade Life Science Teaching & Learning Framework

7 th Grade Life Science Teaching & Learning Framework 7 th Grade Science 7 th Grade Life Science Teaching & Learning Framework Quarter 1 Quarter 2 Quarter 3 Quarter 4 Unit 1 9 weeks Structure and Function of Cells S7L2. Obtain, evaluate, and describe how

More information

Biology 1 Semester Review

Biology 1 Semester Review Chapter 1 What is Science? 1 1 What Is Science? Key Concept The goal of science is to investigate and understand the natural world, to explain events in the natural world, and to use those explanations

More information

TIPS TO PREPARE FOR THE BIOLOGY 2 nd SEMESTER FINAL EXAM:

TIPS TO PREPARE FOR THE BIOLOGY 2 nd SEMESTER FINAL EXAM: TIPS TO PREPARE FOR THE BIOLOGY 2 nd SEMESTER FINAL EXAM: FINAL EXAM DETAILS: 80 questions Multiple choice Will assess your mastery of the biological concepts covered in Units 3 and 4 Will assess your

More information

Performance Indicators: Students who demonstrate this understanding can:

Performance Indicators: Students who demonstrate this understanding can: OVERVIEW The academic standards and performance indicators establish the practices and core content for all Biology courses in South Carolina high schools. The core ideas within the standards are not meant

More information

1. CHEMISTRY OF LIFE. Tutorial Outline

1. CHEMISTRY OF LIFE. Tutorial Outline Tutorial Outline North Carolina Tutorials are designed specifically for the Common Core State Standards for English language arts, the North Carolina Standard Course of Study for Math, and the North Carolina

More information

Prentice Hall. Biology: Foundations Series 2010, (Miller/Levine) High School

Prentice Hall. Biology: Foundations Series 2010, (Miller/Levine) High School Prentice Hall Biology: Foundations Series 2010, (Miller/Levine) High School C O R R E L A T E D T O Correlation to the Mississippi Curriculum Frameworks - Biology I (High School) CONTENT STRANDS: Inquiry

More information

Bibb County Science Pacing Guide for Biology Parts A and B*

Bibb County Science Pacing Guide for Biology Parts A and B* 2018-19 Bibb County Science Pacing Guide for Biology Parts A and B* Georgia Standards of Excellence: Biology *Always use along with the Georgia Standards of Excellence for Science Biology: Curriculum Map

More information

Cells and Their Processes. 1. What element do organic compounds have that inorganic compounds do not?

Cells and Their Processes. 1. What element do organic compounds have that inorganic compounds do not? Name: Date: Cells and Their Processes 1. What element do organic compounds have that inorganic compounds do not? 2. List the four types of organic compounds, describe the function of each AND list a food

More information

Biology (Miller/Levine) 2010 Correlated to: Massachusetts Learning Standards for Biology (High School)

Biology (Miller/Levine) 2010 Correlated to: Massachusetts Learning Standards for Biology (High School) I. CONTENT STANDARDS 1. The Chemistry of Life Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life. 1.1 Recognize that biological organisms are

More information

Grade 7 Science Learning Standards

Grade 7 Science Learning Standards Grrade 7 Sciience Currrriicullum Overrviiew Middle School Science Hands-on, Minds-On, Science is the primary focus of the middle school science program, and includes content from Earth and Space Science,

More information

Keystone Exams: Biology Assessment Anchors and Eligible Content. Pennsylvania Department of Education

Keystone Exams: Biology Assessment Anchors and Eligible Content. Pennsylvania Department of Education Assessment Anchors and Pennsylvania Department of Education www.education.state.pa.us 2010 PENNSYLVANIA DEPARTMENT OF EDUCATION General Introduction to the Keystone Exam Assessment Anchors Introduction

More information

BIOLOGY EOC REVIEW. Concept/Question. How does energy flow in the ecosystem? How do cells maintain homeostasis of ph, salinity, temperature, etc?

BIOLOGY EOC REVIEW. Concept/Question. How does energy flow in the ecosystem? How do cells maintain homeostasis of ph, salinity, temperature, etc? BIOLOGY EOC REVIEW Concept/Question Notes How does energy flow in the ecosystem? How do cells maintain homeostasis of ph, salinity, temperature, etc? Bonds- What are bonds? What are the different types

More information

GREENCASTLE ANTRIM SCHOOL DISTRICT Planned Course Board Approved February 16, 2012 Course Title: Biology Grade Level(s) 10 11th

GREENCASTLE ANTRIM SCHOOL DISTRICT Planned Course Board Approved February 16, 2012 Course Title: Biology Grade Level(s) 10 11th GREENCASTLE ANTRIM SCHOOL DISTRICT Planned Course Board Approved February 16, 2012 Course Title: Biology Grade Level(s) 10 11th Course Materials: Primary Source(s) Supplemental Source(s) Course Materials:

More information

Formative/Summative Assessments (Tests, Quizzes, reflective writing, Journals, Presentations)

Formative/Summative Assessments (Tests, Quizzes, reflective writing, Journals, Presentations) Biology Curriculum Map 2017-18 2 Weeks- Introduction to Biology: Scientific method, lab safety, organizing and analyzing data, and psuedoscience. This unit establishes the fundamental nature of scientific

More information

Biology II : Embedded Inquiry

Biology II : Embedded Inquiry Biology II : Embedded Inquiry Conceptual Strand Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 st century. Guiding Question What tools, skills,

More information

EOC MILESTONE REVIEW

EOC MILESTONE REVIEW Introduction 1. What does the term biology mean? EOC MILESTONE REVIEW 2. What is homeostasis and why is it important to living things? Content Domain: Cells (SB1) 1. Define eukaryote: List 3 examples of

More information

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

TEST SUMMARY AND FRAMEWORK TEST SUMMARY Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY BIOLOGY Copyright 2014 by the Washington Professional Educator Standards Board 1 Washington Educator Skills

More information

College- and Career-Readiness Standards for Science. Biology. Biology. BIO.1 Cells as a System

College- and Career-Readiness Standards for Science. Biology. Biology. BIO.1 Cells as a System College- and Career-Readiness Mississippi 2017 STANDARDS BIO.1 Cells as a System Conceptual Understanding: Biologists have determined that organisms share unique characteristics that differentiate them

More information

Biology EOCT Review. Milton High School

Biology EOCT Review. Milton High School Biology EOCT Review Milton High School Cell Organelles Nucleus holds DNA Cell membrane what comes in and goes out Mitochondria powerhouse of the cell Ribosomes protein synthesis Lysosomes digestion Cell

More information

Lowndes County Biology II Pacing Guide Approximate

Lowndes County Biology II Pacing Guide Approximate Lowndes County Biology II Pacing Guide 2009-2010 MS Frameworks Pacing Guide Worksheet Grade Level: Biology II Grading Period: 1 st 9 weeks Chapter/Unit Lesson Topic Objective Number 1 The Process of 1.

More information

THINGS I NEED TO KNOW:

THINGS I NEED TO KNOW: THINGS I NEED TO KNOW: 1. Prokaryotic and Eukaryotic Cells Prokaryotic cells do not have a true nucleus. In eukaryotic cells, the DNA is surrounded by a membrane. Both types of cells have ribosomes. Some

More information

STUDENT SUMMATIVE WRITING TASK

STUDENT SUMMATIVE WRITING TASK HIGH SCHOOL BENCHMARK TASK CARD: STANDARD 14 : Organization And Development Of Living Organisms DOK: MODERATE BENCHMARK: SC.912.L.14.3 COMPARE AND CONTRAST THE GENERAL STRUCTURES OF PLANT AND ANIMAL CELLS.

More information

Biology 126 Syllabus Exploring Biology: Cycles of Life

Biology 126 Syllabus Exploring Biology: Cycles of Life B R O O K D A L E C O M M U N I T Y C O L L E G E Biology 126 Syllabus Exploring Biology: Cycles of Life Biology Program Science & Health Science Division 2 CODE: BIOL 126 TITLE: Exploring Biology: Cycles

More information

STAAR Biology Assessment

STAAR Biology Assessment STAAR Biology Assessment Reporting Category 1: Cell Structure and Function The student will demonstrate an understanding of biomolecules as building blocks of cells, and that cells are the basic unit of

More information

Biology Concepts at a Glance. - Identify Endergonic vs Exergonic - Activation Energy (graphs of endergonic vs exergonic reactions)

Biology Concepts at a Glance. - Identify Endergonic vs Exergonic - Activation Energy (graphs of endergonic vs exergonic reactions) Biology Concepts at a Glance Unit 1 Inquiry Scientific Method: - Problem - Hypothesis - Experiment - collect data - analyze data - conclusion Dependent vs. Independent Variables Controlled Variables Control

More information

Name. Diversity of Life

Name. Diversity of Life Review Guide Semester 1 End of Course Exam in Biology Name Diversity of Life Vocabulary to know and be able to apply: Prokaryotic, eukaryotic, unicellular, multicellular, sexual reproduction, asexual reproduction,

More information

Science Class: Biology

Science Class: Biology Science Class: Biology Pacing Power Vocabulary Assessment Quarter 1 Science Scientific Method HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

More information

CST and FINAL EXAM REVIEW

CST and FINAL EXAM REVIEW Name Date Period CST and FINAL EXAM REVIEW Directions: Both your final exam and the CST (STAR) test are based on the California Standards. There are five major categories and they include: Investigation

More information

Conceptual Integrated Science Explorations

Conceptual Integrated Science Explorations A Correlation of Conceptual Integrated Science Explorations Florida Edition 2012 To the Florida Integrated Science Level 2 Course 2002430 Grades 9-12 INTRODUCTION This document demonstrates how Explorations,

More information

Name: Period: EOC Review Part F Outline

Name: Period: EOC Review Part F Outline Name: Period: EOC Review Part F Outline Mitosis and Meiosis SC.912.L.16.17 Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences

More information